All necessary materials are attached below One of the textbooks is attached below. You might need to find another one. 4 academic resources are mandatory. Must follow the instruction attached to the d

All necessary materials are attached below One of the textbooks is attached below. You might need to find another one. 4 academic resources are mandatory. Must follow the instruction attached to the d
Research papers:  Each research paper is to be no less than 6 pages (1,500 words) and no more than eight (8) pages in length (2,000 words), double-spaced, Times New Roman 12-point font, with standard one-inch margins on a topic of your choice.  In the writing of your paper, you must make use of at least four (4) academic sources, in addition to the Young and Van Voorst texts. While it is not mandatory to include Young in your analysis, it will be helpful if you include scriptural examples from the Van Voorst text. Proper bibliographic and footnoting format is likewise required. You may use either MLA, Chicago, or APA referencing style. Please consult the style sheets available at Dafoe Library or browse the Internet. Please submit your assignment online using the assignment submission tool.  Please choose one of the five essay topics listed below. Compare the idea of a biocentric world-view in two indigenous traditions. *Note that at least one of these traditions (or both) must be different from the two traditions addressed in your textbook. How does this world-view contribute to ethical practices in each of these traditions? Compare and contrast any notable similarities and differences. Compare and contrast the notion of ahimsa as it is understood in both the Buddhist and the Jain traditions. *Note that in Buddhism, ahimsa is equal to the first precept “not to take life.” It is commonly noted that in Jainism, ahimsa is taken to the extreme. Do you agree with this statement? How does the Buddhist understanding of ahimsa differ from the Jain perspective, and how do both constitute ethical behaviour for their given tradition?  Discuss the ethical significance of the four noble truths in the Buddhist tradition. In your response, pay special attention to the eight-fold path.  In Hinduism, the four stages of life each consist of certain duties and requirements. Discuss how these stages offer a guideline for ethical behaviour. *Note how these stages are only available to the highest three classes in Hindu society. In your response, briefly comment on the “ethics” of the exclusion of the lower classes.  With reference to either wu wei as it is understood in the Taoist tradition, or ren (jen) as it is understood in Confucianism, discuss the ethical implications for the individual and for society according to these principles.  Rules General rule of thumb for a religious studies paper: avoid “confessional” language As an academic discipline in the humanities and social sciences, the study of religion adheres to a non-confessional approach when engaging with various traditions. In plain terms, this means that we do not privilege one tradition over another. A non-confessional approach is distinct from theology, in that it generally does not hold one’s personal beliefs or commitments to be relevant to their argument. While faith-claims and personal allegiances are important to individuals, the academic study of religion aims to examine the phenomenon of religion in a neutral fashion, drawing on various methods and theories that are common to the humanities and social science (i.e., sociological, anthropological, psychological, etc.). And so, for example, while an individual may believe that Mohammad is the messenger of God, or that Jesus Christ died for the sins of humanity, we, as a discipline, seek to avoid such professions of faith in the interests of impartiality and academic rigour. To be clear, we do not wish to denigrate theology or personal beliefs in any way, but rather to promote a method of inquiry that enables us to speak of all traditions using the same methods and tools across the board. If, for example, we were to privilege a Confucian worldview in our approach to Hinduism, we would be prejudicing our analysis from the start.  One technique to avoid confessional language is as follows: until you are comfortable speaking of all religions in a neutral, academic fashion, it is recommended that for essays and essay questions you choose to write on a tradition(s) other than your own. This way, you will be able to separate your analysis from your personal beliefs, which may prejudice your interpretation. If you do choose to write on a tradition that you personally believe in, try and take a 3rd person perspective in your analysis. For example, instead of writing that Jesus Christ performed several miracles and that this affirms his teachings and divinity, you would add the caveat, “according to the Christian tradition […] Jesus’ miracles are proof of the truth of his ministry and of his word.”  To put it differently, since your peers come from a variety of backgrounds (e.g., Jewish, Muslim, Hindu, atheist, agnostic, etc.), one cannot assume that a “confessional” or “insiders” point of view will be shared by all. Maintaining a critical distance from an insider’s perspective is one of key distinctions between the study of and theology. In this course, we are interested in exploring the conduct, principles, and worldview of various religious traditions in order to better understand and explain how the foundational period of a given religious tradition informs believers on what is ethically good, just, and true. In short, we are interested in exploring the question of how people understand religion, whether that tradition is our own or someone else’s. If you have any further questions on how to avoid non-confessional language, please don’t hesitate to ask me.  Content and critical thinking It is crucial that your essay paper engage in what is commonly referred to as “critical thinking.” While there are different ways to interpret what these means, for the purposes of this course I will be looking for an analysis that goes beyond mere regurgitation of “fact” and shows an engagement with the nuances of a particular question. So, for example, if you were writing on how the 5 Pillars of Islam promotes ethical behaviour, you would need to not only outline the basic parameters, but go into some detail exploring why this constitutes ethical behaviour for practitioners of Islam. It is therefore crucial that in your analysis, that you clearly layout: 1) an understanding of the question in general; 2) how this relates to the worldview of the tradition in question; and 3) why or how this constitutes ethical behaviour. You will need to draw on at least 4 academic sources in support of you argument. For the sake of clarity, these steps are further elaborated upon below: You will want to begin your essay by clearly outlining the parameters of the question that you are attempting to answer. While this may seem redundant, it is imperative that you are clear to yourself and to your instructor/reader that you actually understand what it is that you are addressing and how you are going to proceed. Your textbook is a good place to start for this, though you will need to elaborate these points by using a variety of sources.  *One of our main goals in this course is to gain a better understanding of how ethical practices relate to and are justified by the particular worldview in question. I cannot stress enough the importance of this point. To put it in concrete terms, when we talk of a particular religious practice we are not just speaking about preferences for a certain type of behaviour, but rather an ethical imperative that is informed by a particular view of the world. So, for example, if we were to talk about the commitment to ahimsathat we find in Jainism (i.e., non-violence toward all living beings, which requires vegetarianism) in Christian terms, it might appear odd or even extreme to a typical Western audience. The reason that Jains believe it wrong to eat animals is intimately linked with their religious worldview. We therefore need to analyze and assess this ethical practice in light of its corresponding worldview, in order to do it justice and for it to make sense. In marking your paper, I will be looking for a link to the appropriate worldview as part of my assessment. This connection constitutes an important aspect of what I mean by “critical thinking.”  Related to step number two (above), I will be looking for an explanation and analysis of how the topic in question constitutes ethical behaviour. In your response I am not simply looking for a re-iteration or definition of “what” the question means (this will be covered in step one), but rather an engagement with how you understand a given ethical principle and its relation to the worldview of that particular tradition. In drawing on sources, you will want to use the ideas that other scholars have discussed on this question in order to further elaborate your point and to provide nuance to your answer.  Note: Your references must come from academic sources. While the internet can be a useful tool in trying to sort out certain ideas, it is less reliable than the library in providing you with “scholarly” information. Play it safe and stick to sources from the library. If you come across an internet link that you find useful, be sure to run it by me before using it. If you have any further questions about sourcing, please do not hesitate to write me for clarification. How to write a thesis statement  Your thesis is an introductory statement that will clarify the question that you are looking to address, along with the key points or details of your argument and the method that you will employ. So, for example, if you were writing on the Christian notion of “love,” you might proceed as follows: In this paper I wish to explore/address the Christian notion of love and how it pertains to Christian ethics more generally. By looking at the formative tradition, including the Gospels, and certain Letters of Paul, I will show how this notion of love is crucial to Christian ethical understanding. Moreover, in my response, I will show how this notion of love relates to the Christian worldview, and will be drawing on sources from thinkers X, Y, and Z in support of my argument. In my response I will pay close attention to the argument made by thinker X, who argues that the principles of charity and forgiveness are the cornerstone of Christian belief. Marks breakdown Referencing (5%): You need at least 4 academic sources in addition to the Young and Van Voorst texts. While it will be useful to draw on these texts, they are only a starting point for your research. You may use either MLA, Chicago, or APA referencing style. Spelling and Grammar (10%): While 10% may seem high for spelling and grammar, I have an ulterior motive in mind. Student who pay close attention to spelling and grammar, going over their papers a number of times to look for mistakes, also pay attention to structure, content, and critical thinking. By reviewing your paper for grammar and spelling you will also be revising the substance of your argument.  Structure and Content (60%): Here I will be looking for a well organized paper, which includes a thesis (introduction), body, and conclusion, and that covers the important criteria that I have listed above.  Critical Thinking (25%): As mentioned above, you will also be marked on your ability to think critically by linking ethical behaviour to worldview, while drawing on 4 external sources in support of your argument. 
All necessary materials are attached below One of the textbooks is attached below. You might need to find another one. 4 academic resources are mandatory. Must follow the instruction attached to the d
NINTH EDITION A NTHOLOGY OF W ORLD S CRIPTURES ROBERT E. VAN VOORST Western Theological Seminary Holland, Michigan Australia Brazil Mexico Singapore United Kingdom United StatesCopEditorial re This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Important Notice: Media content referenced within the product description or the product text may not be available in the eBook version.CopEditorial re Anthology of World Scriptures, Ninth Edition Robert E. Van Voorst Product Director: Paul Banks Product Manager: Debra Matteson Content Developer: Liz Fraser Product Assistant: Michelle Forbes Marketing Manager: Michelle Williams Content Project Manager: Cathy Brooks Art Director: Marissa Falco Manufacturing Planner: Julio Esperas IP Analyst: Alexandra Ricciardi IP Project Manager: Betsy Hathaway Production Service and Compositor: MPS Limited Cover Designer: Sarah Coles Cover Images: Garlands: Ulrike Henkys/Getty Images; Flags: Pavel Dobrovsk ý/Getty Images; Kipas: Yadid Levy/Getty Images; Prayer rugs: iStockphoto.com/Pavliha To James and Genevieve Bos My parents-in-law In gratitude for your friendship © 2017, 2013, 2011 Cengage Learning WCN: 02-200-203 ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher. For product information and technology assistance, contact us atCengage Learning Customer & Sales Support, 1-800-354-9706 . For permission to use material from this text or product,submit all requests online at www.cengage.com/permissions . Further permissions questions can be e-mailed to [email protected] . Library of Congress Control Number: 2015938967 Student Edition: ISBN: 978-1-305-58449-5 Loose-leaf Edition: ISBN: 978-1-305-87544-9 Cengage Learning 20 Channel Center Street Boston, MA 02210 USA Cengage Learning is a leading provider of customized learning solutions with employees residing in nearly 40 different countries and sales in morethan 125 countries around the world. Find your local representative at www.cengage.com . Cengage Learning products are represented in Canada by Nelson Education, Ltd. To learn more about Cengage Learning Solutions, visit www.cengage.com . Purchase any of our products at your local college store or at our preferred online store www.cengagebrain.com . Printed in the United States of America Print Number: 01 Print Year: 2015CopEditorial re CONTENTS PREFACE xvi 1 Scripture Among the World ’s Religions 1 A Brief History of Scripture Scholarship 3 The Definition of Scripture 5 The Uses of Scripture 9 Advantages and Disadvantages of Studying Religions through their Scriptures 12 World Scriptures and Modern Scholarship 14 Scriptures and the World Wide Web 17 The Plan of This Book 18 SuggestionsonHowtoReadScriptures 19 Glossary 20 Questions for Study and Discussion 20 2 Hinduism 22 Introduction 23 Overview of Structure 23 Contemporary Use 26 Historical Origin and Development 28 TEACHING 30 Aditi and the Birth of the Gods ( Rig-Veda 10.72) 30 Two Philosophical Views of Creation ( Rig-Veda 10.129; Brihad-Aranyaka Upanishad 1.4.1 –7) 30 The God Indra ( Rig-Veda 2.12) 32 Rudra and Shiva ( Shvetashvatara Upanishad 3.1 –13) 33 “That You Are ”(Chandogya Upanishad 6.1 –2, 9 –11) 34 Hindu Rejection of Buddhism and Jainism ( Vishnu Purana 3.18) 36 ETHICS 37 Sin and Forgiveness ( Rig-Veda 7.86) 37 The Three Da ’s(Brihad-Aranyaka Upanishad 5.2) 37 –iii –CopEditorial re The Way of Knowledge ( Mundaka Upanishad 2.1 –13) 38 Stages of Life for a Twice-Born Man ( Laws of Manu 2.69 –74, 191 –201; 3.1 –19; 6.1 –9, 33 –49) 39 The Life of Women ( Laws of Manu 3.55 –60; 5.147 –165) 43 ORGANIZATION 44 Creation and the Caste System ( Rig-Veda 10.90) 44 The Duties of the Four Castes ( Institutes of Vishnu 2.1 –17) 45 The Outcastes ( Laws of Manu 10.51 –57) 46 RITUAL AND MEDITATION 47 The Gayatri Mantra ( Rig-Veda 3.62.10) 47 SacrificetoAgniinthe Vedas and Brahmanas (Rig-Veda 1.1; Agni-Brahmana 1.1 –19) 47 Soma ( Rig-Veda 8.48) 48 Marriage ( Rig-Veda 10.85.20 –47) 49 Cremation ( Rig-Veda 10.16) 51 Charms and Spells ( Atharva-Veda 6.20; 7.70; 6.9; 3.16) 52 Chanting of Om ( Chandogya Upanishad 1.1.1 –10) 53 ThePracticeofYoga( Shvetashvatara Upanishad 2.8 –15) 54 SELECTIONS FROM THE BHAGAVAD-GITA 55 TWO TAMIL POETS, APPAR AND TUKARAM 63 Appar: Confession of Sin 64 Appar: The Presence of God 64 Tukaram: Waiting 64 Tukaram: The Burden of the Past 65 Glossary 65 Questions for Study and Discussion 66 Scriptures in Film 66 3 Buddhism 67 Introduction 68 Overview of Structure 69 Contemporary Use 73 Historical Origin and Development 75 HISTORY 76 The Past Lives of Siddhartha Gotama ( Jataka 190) 76 The Life of Siddhartha Gotama ( Acts of the Buddha 1.1 –2, 9 –10, 15 –17, 19 –21, 23 –25, 34, 54, 59, 62, 72 –74, 83, 2.24 –26, 28 –32; 3.1 –8, 26 –33, 40 –44, 53 –61, 5.7 –20; 12.88 –104; 14.1 –9, 35 –37, 64 –68, 79 –81) 77 iv ContentsCopEditorial re The Death of Gotama Buddha ( Sutra of the Great Decease 6.1 –12, 33 –35, 45 –48) 82 TEACHING 84 The Four Noble Truths ( Sutra on Turning the Wheel of the Law 1–8) 84 The Noble Eightfold Path ( Sutra on Turning the Wheel of the Law 9–20) 85 The Skandhas and the Chain of Causation ( Acts of the Buddha 16.1, 28 –48) 86 The Essence of Mahayana Buddhism ( The Heart Sutra )87 A Mahayana View of the Buddha ( Lotus Sutra of the True Teaching 2.36; 10.1) 88 The Blessings of the Pure Land ( Array of the Joyous Land Sutra )89 ETHICS 91 Conduct of the Monk ( Path of Teaching 25, 360 –382) 91 Admonition to Laity ( Sutra for Dammika 18 –27) 92 Parable of the Burning House ( Lotus Sutra 3) 93 ORGANIZATION 95 Founding of the Monastic Order ( Large Group 1.6.10, 11 –16, 27 –30, 32, 34, 37) 95 Founding of the Order of Nuns ( Small Group 10.1 –6) 97 The Rules of Defeat for Monks and Nuns ( Teaching on Rules of Defeat 1–4) 98 Rules Requiring Formal Meetings of Monks ( Teaching on Rules Requiring Meetings of the Monks 1–13) 100 RITUAL 101 The Relics of the Buddha ( Sutra of the Great Decease 6.58 –60) 101 Mindfulness in Meditation ( Sutra on the Establishment of Mindfulness 10.1 –9) 103 A Mahayana View of the Merit of Making Images ( Taisho Revised Canon 16.694) 104 Tibetan Scripture to Guide the Soul after Death ( Tibetan Book of the Dead 1.1 –2) 106 A Collection of Tibetan Magical Formulas ( Rituals of the Goddess Kurukulla 3.76) 107 A Collection of Zen Koans ( The Gateless Gate 37 –40 ) 10 8 Glossary 109 Questions for Study and Discussion 110 Scriptures in Film 110 Contents vCopEditorial re 4 Jainism 111 Introduction 112 Overview of Structure 112 Historical Origin and Development, and Contemporary Use 113 HISTORY 115 The Life of Mahavira ( Acaranga Sutra 2.15.6 –9, 14, 16 –20, 22 –25, 27) 115 TEACHING 117 The Causes of Sin ( Acaranga Sutra 1.1 –2) 117 The Road to Final Deliverance ( Uttaradhyayana Sutra 28) 118 ETHICS 120 Ahimsa ( Kritanga Sutra 1.7.1 –9) 120 Rules for Monastic Life ( Uttaradhyayana Sutra 35) 121 ORGANIZATION 122 The Five Great Vows ( Acaranga Sutra 2.15.1 –4) 122 Glossary 123 Questions for Study and Discussion 123 5 Sikhism 124 Introduction 125 Overview of Structure 125 Contemporary Use 126 Historical Origin and Development 127 TEACHING 128 Selections from the Japji (Japji 1–3, 5 –6, 9, 15, 17 –18, 20 –22, Epilogue) 128 Remembering God ( Gauri Sukhmani , Mahala 5) 131 Dancing for Krishna ( Rag Gurji ,Mahala3) 132 The Hindu Thread ( Asa Ki Var , Mahala 1) 133 ETHICS 134 Prayer for Forgiveness ( Rag Bihagra , Mahala 5) 134 Against the Use of Wine ( Rag Bihagra ,Mahala1) 135 ORGANIZATION 136 TheGuru( Rag Gauri , Mahala 3) 136 God ’s Power in the Sikh Community ( Rag Gauri , Mahala 5) 136 vi ContentsCopEditorial re RITUAL 137 Hymn for the Installation of the Guru Granth (Rag Devgandhari , Mahala 5) 137 AMarriageHymn( Rag Asa , Mahala 5) 137 SELECTIONS FROM THE DASAM GRANTH 138 Guru Gobind Singh ’s Story ( Dasam Granth, Vichitar Natak 6) 138 God as the Holy Sword ( Dasam Granth, Vichitar Natak 6) 140 Glossary 141 Questions for Study and Discussion 141 Scriptures in Film 141 6 Confucianism 142 Introduction 143 Overview of Structure 144 Contemporary Use 146 Historical Origin and Development 147 HISTORY 147 The Character of Confucius ( Analects 2.4; 7.1 –9, 19 –24; 10.1 –3, 8 –12) 147 TEACHING 149 The Way ( Analects 16.2) 149 The Goodness of Human Nature ( Mencius 6.1.1 –4, 6) 150 ETHICS 151 The Virtues of the Superior Man ( Analects 1.1 –4, 6 –9, 14; 15.17 –23) 151 The Five Relationships ( Classic of Rites 20.8 –9) 153 Benevolence ( Analects 4.1 –6) 153 The Actions and Attitudes of Filiality ( Classic of Rites 10.1,4,7,10 –11, 13 –15; Analects 2.5 –7; 4.18 –21; 13.18) 154 Propriety ( Analects 3.3 –4, 8, 12 –14, 17 –19) 156 TheLoveofLearning( Analects 17.8 –9) 157 The Basis of Good Government ( Great Learning 1, 3 –7; 9.1, 3 –5) 158 The Mandate of Heaven ( Classic of History 4.1 –4) 159 Confidence and Prosperity in Government ( Mencius 4.3, 9; 1.6.20 –24) 161 RITUAL 162 Divination ( Classic of Changes 1, 47, 54) 162 Songs for Sacrifice ( Classic of Poetry: Gau 7; Minor Odes 10.1, 3; Minor Odes 5) 163 Music and Morality ( Classic of Rites 17.2.10 –11, 15 –16 , 18) 165 Contents viiCopEditorial re Glossary 166 Questions for Study and Discussion 167 Scriptures in Film 167 7 Daoism 168 Introduction 169 Overview of Structure 170 Contemporary Use, Historical Origin, and Development 170 TEACHING 172 The Nature of the Dao ( Daode Jing 1, 6, 25, 34; Zhuangzi 29) 172 The World ( Daode Jing 7, 42, 52) 174 The Relationship of Daoism to Confucianism ( Baopuzi 7.5a) 175 ETHICS 176 Effortless Action ( Zhuangzi 7) 176 Individual Life in Harmony with the Dao ( Daode Jing 16, 22, 33, 44) 177 The Superior Man ( Zhuangzi 12) 178 Government ( Daode Jing 3, 18, 57, 64) 179 On Death ( Zhuangzi 18) 180 Reward and Retribution ( Treatise of the Exalted One on Reward and Retribution 1) 182 A Visit to Hell ( Treatise of the Exalted One on Reward and Retribution, Appendix) 183 RITUAL 184 Methods of Prolonging Life ( Baopuzi 15.6b –7a; 19.6b –7a) 184 The Origins of Feng Shui ( Zang Shu 1.1 –4, 7 –25, 30 –43) 185 Glossary 187 Questions for Study and Discussion 187 Scriptures in Film 188 8 Shinto 189 Introduction 190 SELECTIONS FROM THE KOJIKI 192 Prefacetothe Kojiki 192 The Creation of Japan ( Kojiki 1–5, 33) 194 The Story of Emperor Yuryaku and the Woman Akawi-ko ( Kojiki 154) 197 Glossary 198 Questions for Study and Discussion 198 Scriptures in Film 198 viii ContentsCopEditorial re 9 Zoroastrianism 199 Introduction 200 Overview of Structure 201 Contemporary Use 202 Historical Origin and Development 203 HISTORY 203 The Call of Zarathushtra ( Yasna 29) 203 AHymnofPraisetoZarathushtra( Yasht 24:87b –94) 205 TEACHING AND ETHICS 206 Hymn to Ahura and the Purifying Fire ( Yasna 36) 206 Hymn to Ahura Mazda the Creator ( Yasna 37:1 –5) 206 The Choice between Good and Evil ( Yasna 30) 207 Judgment of the Soul on Chinvat Bridge ( Menok I Khrat 2.114 –195) 208 RITUAL 210 The Place of the Gathas (Yasna 55:1 –3) 210 The Zoroastrian Confession ( Yasna 12) 210 The Four Great Prayers (From the Yasna )211 Disposal of the Dead ( Vendidad, Fargard 6.5, 44 –51) 212 Glossary 213 Questions for Study and Discussion 213 10 Judaism 215 Introduction 216 Names 217 Overview of Structure 217 Contemporary Use 220 Historical Origin and Development 224 HISTORY 225 The Call of Abraham ( Genesis 12:1 –9) 225 The Call of Moses ( Exodus 3:1 –20) 226 Crossing the Red Sea ( Exodus 14:1 –31) 227 The Covenant with Israel ( Exodus 19:1 –8) 229 Ezra ’s Enforcement of Torah Observance ( Ezra 9:1 –7, 13 –15; 10:1 –12) 229 TEACHING 231 The Oneness of God ( Deuteronomy 6:1 –9) 231 God ’s Creation of the World ( Genesis 1:1 –2:3; 2:4 –25) 232 The Revolt of Humanity ( Genesis 3:1 –24) 234 Prayer for Divine Deliverance ( Psalm 5) 235 Contents ixCopEditorial re The Messianic King ( Isaiah 11:1 –9) 236 The Final Judgment of the World ( Daniel 7:1 –14) 237 Resurrection of the Dead ( Daniel 12:1 –3) 238 ETHICS 238 The Ten Commandments ( Exodus 20:1 –14) 238 Laws on Slaves, Violence, and Property ( Exodus 21:1 –36; 22:15 –26) 239 Equal Justice for All ( Exodus 23:1 –9) 241 Holy War ( Deuteronomy 20:1 –20) 242 Sexual Love ( Song of Songs 1:1 –2:17) 243 God ’s Call to an Unfaithful People ( Amos 4:1 –13) 244 Two Views of Wisdom ( Proverbs 1:1 –9, 20 –33; Ecclesiastes 1:1 –9) 245 The Virtuous Wife ( Proverbs 31:10 –31) 247 ORGANIZATION 248 Sacrifice and the Ordination of Priests ( Exodus 29:1 –37) 248 A Call to Be a Prophet ( Isaiah 6:1 –13) 249 Women as Rulers and Prophets ( Judges 4:4 –10, 12 –16; 2Kings 22:11 –20) 250 RITUAL 251 The Establishment of Circumcision ( Genesis 17:9 –14, 23 –27) 251 The Establishment of the Passover ( Exodus 12:1 –19, 24 –27 ) 252 Th eObservance of the Sabbath ( Exodus 31:12 –17) 253 The Day of Atonement ( Leviticus 16:1 –5, 11 –19, 29 –30, 34) 254 Kosher and Non-Kosher Foods ( Leviticus 11:2 –31, 41 –44) 255 SELECTIONS FROM RABBINIC LITERATURE 256 The Chain of Rabbinic Tradition: “The Sayings of the Fathers ”(Mishnah, Sayings of the Fathers 1:1 –18) 256 TheThree-FoldCordofLife( Tosefta, Sanctification 1:13 –17) 258 An Example of Rabbinic Debate: The Duty to Marry and Have Children (Jerusalem Talmud, Sisters-in-Law 61b –63) 259 KABBALAH MYSTICISM: THE ZOHAR 260 Glossary 262 Questions for Study and Discussion 262 Scriptures in Film 262 11 Christianity 264 Introduction 265 Names 266 Overview of Structure 266 Contemporary Use 268 Historical Origin and Development 271 x ContentsCopEditorial re HISTORY 273 The Birth of Jesus the Messiah ( Matthew 1:18 –25) 273 The Miracles of Jesus ( Luke 8:26 –56) 273 TheArrest,Trial,andDeathofJesus( Mark 14:43 –15:47) 275 TheResurrectionofJesus( Mark 16:1 –8) 277 The Ascension of Jesus ( Acts of the Apostles 1:6 –11) 278 The Coming of the Holy Spirit ( Acts of the Apostles 2:1 –21) 279 The Call/Conversion of the Apostle Paul ( Acts of the Apostles 9:1 –19) 280 The Council at Jerusalem ( Acts of the Apostles 15:1 –21) 281 TEACHING 282 The Parables of Jesus ( Mark 4:1 –34) 282 TheDivineWordBecameHuman( John 1:1 –18) 283 Nicodemus Visits Jesus ( John 3:1 –21) 284 A Sinful Woman Forgiven ( Luke 7:36 –50) 285 Results of Justification ( Romans 5:1 –11) 286 The End of Time ( Matthew 25:31 –46; Revelation 20:1 –21:4) 287 ETHICS 289 TheSermonontheMount( Matthew 5:1 –7:14, 24 –29) 289 Paul ’s Directions Concerning Marriage ( 1 Corinthians 7:1 –16, 25 –40) 292 Love ( 1Corinthians 13:1 –13) 294 Ethics in the Christian Household ( Ephesians 5:21 –6:9) 295 Tw oViews on Christians and the Roman State ( Romans 13:1 –10; Revelation 17:1 –18:5) 296 ORGANIZATION 297 The Twelve Apostles and Their Mission ( Matthew 10:1 –15) 297 Church Order in Matthew (Matthew 18:1 –22) 298 Peter as the Rock ( Matthew 16:13 –20) 299 Qualifications of Bishops and Deacons ( 1Timothy 3:1 –13) 300 ContrastingViewsonWomenintheEarlyChurch( Luke 10:38 –42; Galatians 3:25 –28; 1 Corinthians 11:2 –16; 1Timothy 2:8 –15) 301 RITUAL 302 Baptism ( Matthew 28:16 –20; Romans 6:1 –14) 302 The Eucharist ( Matthew 26:17 –19, 26 –29; John 6:25 –40, 51 –59) 303 Confession and Anointing ( James 5:13 –18) 305 EARLY NONCANONICAL JESUS TRADITION: SELECTIONS FROM THE GOSPEL OF THOMAS 305 Glossary 306 Questions for Study and Discussion 307 Scriptures in Film 307 Contents xiCopEditorial re 12 Islam 308 Introduction 309 Name 310 Overview of Structure 310 Contemporary Use 312 Historical Origin and Development 314 HISTORY 315 The Call of Muhammad ( Qur ’an 96:1 –19; 53:1 –18) 315 The Mission of Muhammad ( Qur ’an 11:1 –16; 93) 316 Opposition to Muhammad ( Qur ’an 52:30 –49; 63) 318 The Night Journey ( Qur ’an 17:1 –2) 319 The Flight to Medina ( Qur ’an 9:40) 320 The Wives of Muhammad ( Qur ’an 33:28 –33, 37 –40, 48 –49) 320 The Death of Muhammad ( Qur ’an 21:34 –36) 321 TEACHING 322 God ’s Absolute Oneness ( Qur ’an 6:100 –103; 112) 322 God ’sNames( Qur ’an 59:22 –24) 323 Predestination ( Qur ’an 42:8 –13; 7:177 –179) 323 Jinn ( Qur ’an 72:1 –15) 324 Creation ( Qur ’an 15:16 –48) 325 Adam,Eve,andtheFall( Qur ’an 2:29 –37 ) 325 The Holy Qur ’an (Qur ’an 42:50 –53; 46:1 –13; 2:87 –91) 326 On Unbelievers, Jews, and Christians ( Qur ’an 9:1 –7; 3:38 –50; 2:111 –121, 132 –137) 328 Resurrection and Judgment ( Qur ’an 75:1 –15; 69:14 –35) 330 Heaven and Hell ( Qur ’an 76:1 –22; 56:1 –39; 77:1 –39) 331 ETHICS 333 The Conduct of Believers ( Qur ’an 17:23 –38) 333 Women ( Qur ’an 4:19 –22, 34 –39; 2:220 –223, 227 –233) 334 Against Evil Magic ( Qur ’an 113; 114) 335 The Different Dimensions of Struggle (Jihad) ( Qur ’an 6:16, 19 –20; 48:11 –21; 2:190 –194, 216 –218) 336 Law Codes ( Qur ’an 4:1 –10) 337 RITUAL 338 The Opening of the Qur ’an (Qur ’an 1) 33 8 Confession of Faith ( Qur ’an 57:1 –7; 37:32 –39) 339 Prayer ( Qur ’an 2:142 –149) 339 Alms ( Qur ’an 107; 9:53 –60) 340 The Fast ( Qur ’an 2:183 –186) 341 xii ContentsCopEditorial re Pilgrimage ( Qur ’an 2:125 –129, 196 –199) 342 TheMosque( Qur ’an 24:36 –38; 9:15 –18) 343 SELECTIONS FROM THE HADITH 344 SELECTIONS FROM THE SHARI ’A349 Glossary 351 Questions for Study and Discussion 352 Scriptures in Film 352 13 New Religious Movements 353 Introduction 354 Names 355 Overview of Structure 356 Contemporary Use 358 Historical Origins and Development 359 THE SCRIPTURE OF BAHA ’I361 History: The Essence of Baha ’i Teaching and the Life of Baha ’u’llah (The Promised Day Is Come, Preface) 361 Teaching: Baha ’i, Islam, and Christianity ( Qayyumu ’l-Asma 1.61 –62) 362 Ethics: Baha ’iLaws( Kitab-I-Aqdas 1–2, 12 –14, 16, 30 –34, 45, 63 –65, 149 –150, 189) 363 Ritual: Baha ’i Prayers (Short Obligatory Prayer, Medium Obligatory Prayer, Prayer for America) 366 THE SCRIPTURE OF THE CHURCH OF JESUS CHRIST OF LATTER-DAY SAINTS 367 History: Joseph Smith ’s Story ( Pearl of Great Price ,“Extracts from a History of Joseph Smith, the Prophet ”1–6, 7 –10, 14 –22, 29 –30, 32 –39, 59 –62, 68 –74) 367 History: The First Description of The Book of Mormon (Book of Mormon , Title Page) 370 History: Preparations for the Trek to Utah ( Doctrines and Covenants 136.1 –11, 17 –24, 30 –42) 371 Teaching: The Coming of Jesus Christ in 34 C.E. to the New World ( Book of Mormon ,3Nephi11:1 –41) 373 Teaching: Destruction of the Nephites and Burial of the Golden Plates ( Book of Mormon ,Mormon6.1 –3, 6 –11, 16 –22) 374 Teaching: The Essence of Latter-day Saints ’Doctrine ( Pearl of Great Price , “Articles of Faith ”1–13) 375 Organization: Church Pronouncements on Plural Marriages and on Men of African Descent ( Doctrine and Covenants ,“Official Declarations ” 1, 2) 376 Contents xiiiCopEditorial re THE SCRIPTURE OF CHRISTIAN SCIENCE 378 History: Introduction to the Work of Mary Baker Eddy ( Science and Health with Key to the Scriptures, Preface) 378 Teaching: The Essence of Christian Science ( Science and Health with Key to the Scriptures, “Recapitulation ”)379 Teaching: Prayer and Its Role in Healing ( Science and Health with Key to the Scriptures, “Prayer ”)380 Teaching: Interpretation of Genesis 1( Science and Health with Key to the Scriptures, “Genesis ”)381 Ritual: Two Testimonials to Healing ( Science and Health with Key to the Scriptures, “Fruitage ”) 382 THE SCRIPTURE OF THE UNIFICATION CHURCH 383 Teaching: The Purpose of the Creation of the Universe ( Divine Principle 1.1.3.1) 383 Teaching: Spiritual and Physical Falls of Adam and Eve ( Divine Principle 1.2.2.1 –2) 384 Teaching: Restoration of Humanity ( Divine Principle 1.3, Introduction) 385 Teaching: Salvation through the Second Messiah, the True Parent (Divine Principle 2, Introduction) 386 Teaching: The Second Messiah as a Korean ( Divine Principle 2.6; 2.6.3.2 –3) 387 THE SCRIPTURE OF FALUN GONG 388 Teaching: Main Characteristics of the Falun Gong Movement ( Zhuan Falun , Lecture 1, Conclusion) 388 Glossary 390 Questions for Study and Discussion 391 Scriptures in Film 391 INDEX 392 xiv ContentsCopEditorial

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